Science and Mathematics Series Student Activities Book
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SCIENCE AND MATHEMATICS SERIES STUDENT ACTIVITIES BOOK WELCOME Page 2 INTRODUCTION Page 3 HELPFUL TERMS AND FORMULAS Page 4 HELPFUL RIDE DIAGRAMS Page 5 Batman the Ride, Great American Scream Machine, Rolling Thunder, Log Flume Activity One Page 7 Representing Potential and Kinetic Energy on Kingda Ka Activity Two Page 9 Circular Motion on Flying Wave, Carousel, Jolly Roger, and Big Wheel Activity Three Page 15 Number Theory On The Big Wheel Activity Four Page 18 Geometry and Waves…the Big Wheel and Jolly Roger Activity Five Page 21 Making Predictions with El Toro, Medusa, and Nitro Activity Six Page 25 The Basics of Speed on the Log Flume, Batman The Ride, The Great American Scream Machine and Rolling Thunder Activity Seven Page 27 Energy to the Top of Batman, The Great American Scream Machine, and Rolling Thunder Activity Eight Page 31 Loop the Loop with Batman The Ride and The Great American Scream Machine Activity Nine Page 34 Buccaneer NCTM Standards Alignment Page 35 1 of 34 WELCOME Many requests for materials scaled to the needs of a more general mathematics and science program have been received. The Park Activities included here have been written or adapted to emphasize conceptual aspects, while still giving students an opportunity to use mathematical skills. It is suggested that you use the K’Nex Amusement Park Experience kit and the accompanying educational activities to help prepare the students for their visit to the amusement park. The concepts in those activities will serve as the foundation and framework for the experiences the students will engage in at the amusement park. The trip should serve as a capstone to the entire mathematics and science experience. You can photocopy the entire Student Activities Book for your students to use or just choose a few activities that you want the whole class to do. Information on planning the trip and structuring the day at the park are available in the trip planning guide. This is an updated edition of the first math and science workbook and we invite teachers who use it to provide feedback and offer suggestions for future editions. This updated edition is designed for a more general audience of mathematics and science students from middle school through high school. Together, we have an opportunity to make mathematics and science come to life in a very special way. Watch periodically for updates to current activities and new activities as well. Acknowledgements: 2007 and 2008 New Activities and Editorial Updates to Other Lesson Plans by Mike Long, Ed.D. Shippensburg University of Pennsylvania Original Teacher Lesson Plans by Barbara Wolff-Reichert Other materials adapted by Barbara Wolff-Reichert from the Six Flags Great Adventure Physics Education Series written by Carole Escobar, Harold Lefcourt, Virginia Moore, and Barbara Wolff-Reichert. Some materials in the student workbook were also adapted from those developed by Carolyn Sumners of the Houston Museum of Natural History. With thanks to Virginia Moore, Harold Lefcourt, Harry Rheam and Kyle Rickansrud. 2 of 34 MIDDLE SCHOOL SCIENCE AND MATHEMATICS EDUCATION SERIES INTRODUCTION The Middle School Mathematics and Science Education Series is a series of student activities that is intended to serve as a capstone mathematics and science experience for the students. It is expected that the students will arrive with a conceptual understanding of the mathematics and science with which they will be using to complete the activities which are part of this experience. The intent of these activities is not to introduce or teach new concepts, but instead they exist to provide a concrete connection to the concepts introduced and taught in the regular class as part of the curriculum. In some instances, these activities may stretch a concept covered in class, but that only enhances the students’ learning. The activities will mention connections to the K’Nex Amusement Park Experience. The activities in the K’Nex Amusement Park Experience are a great resource for introducing many of the concepts to the students if such experiences are not part of the current curriculum. Many of the concepts in the K’Nex Amusement Park Experience are the same as those that the students will encounter when using these activities at the park. Cross-references to the K’Nex Amusement Park Experience Activities are provided. The activities in this updated edition are now arranged by concept. In many instances there is more than one ride which demonstrates the concept listed. Space is provided so the exercise can be performed for all of the rides which demonstrate the concept, perhaps for comparison purposes. It is not suggested that the students do the activities for all of the rides, especially when the rides associated with a particular concept are all dynamic. A list of terms and formulas for the students to use is included. Students will have to select which formulas to use. 3 of 34 HELPFUL TERMS AND FORMULAS Circumference of a Circle: C = 2πr where r is the radius of the circle Horsepower conversion: 1 horsepower = 746 watts 1 Kinetic Energy: KE = mv 2 where m is the mass in kilograms and v is the velocity 2 of the object in meters per second ideal - experimental Percent of Ideal: ×100 ideal Period: time for one cycle of motion to be completed Potential Energy: PE = mgh where m is the mass in kilograms, g is the force of gravity 9.81m / s 2 , and h is the height in meters Proportion for Converting meters per second to miles per hour: 1 meter 2.23 miles = second hour Distance Speed: Speed = Time Watts: is the number of joules of work the motor can do in one second. Work: Work = Force x Distance = Weight x Height 4 of 34 HELPFUL RIDE DIAGRAMS BATMAN THE RIDE GREAT AMERICAN SCREAM MACHINE 5 of 34 ROLLING THUNDER LOG FLUME 6 of 34 Activity One: Representing Potential and Kinetic Energy on Kingda Ka • Connects with K’Nex Amusement Park Experience activities on the roller coaster, Ferris Wheel, and boom ride Consider the new spectacular coaster, Kingda Ka. The ride launches from standing and then up over a top hat standing an astounding 425 feet tall. In this activity you are going to make sketches of two graphs on the same set of axes. The first is a potential energy versus time graph while the second is a kinetic energy versus time graph. Use a different type of line to show each graph (one solid and one dashed) and make sure to label your graphs. Remember that potential energy is a function of the mass of the object, the height above the ground, and the force of gravity. Kinetic energy is a function of the mass of the object and its velocity. 7 of 34 QUESTIONS TO ANSWER FOR KINGDA KA 1. Kingda Ka’s train is launched by using a fly wheel attached to a sled which pulls the train down the track. When the fly wheel starts turning energy is transferred to the train. What type of energy increases when this happens and how do you know this? 2. When Kingda Ka goes up the top hat the state of energy is changed. Your graph actually shows this. How is the energy changed when this happens and how do you know this? 3. As Kingda Ka travels its path each time, some energy seems to be lost from kinetic and potential energy. Name some forces that contribute to this energy loss and how they impact the train. 4. When Kingda Ka is slowed at the end of the ride by the brakes, energy is transferred again. Brakes create friction which creates energy loss. What type of energy is lost on the brake run and how do you know this? 8 of 34 Activity Two: Circular Motion on Flying Wave, Carousel, Jolly Roger, and Big Wheel • Connects with K’Nex Amusement Park Experience activities on the carousel, swings, Ferris Wheel, and boom ride Stand outside of the gate of Flying Wave, Carousel, Jolly Roger, and the Big Wheel to take the measurements that you will need to complete this activity. Record the time that it takes for two revolutions of each of the rides in the data table. Then complete the data table Flying Wave Carousel Carousel Jolly Roger Big Inner Circle Outer Circle Wheel Radius of A 7.6 meters 3.4 meters 5 meters 6.15 meters 20.5 Rider At Full meters Speed Period Distance Traveled By A Rider In One Revolution Calculate The Speed Of A Rider At Maximum Speed Distance Traveled By A Rider In Two Revolutions Distance Traveled By A Rider In Three Revolutions Distance Traveled By A Rider In Four Revolutions Distance Traveled By A Rider In Five Revolutions 9 of 34 On the coordinate axis below, make a distance versus time graph for the one of the rides when it is up to full speed. The x-axis should represent the time in seconds that has elapsed and the y-axis the distance traveled by a rider. After you have plotted as much data as will fit on the graph, make a line of best fit for the data. EXTENSIONS: Determine the equations of each of the lines that represent the data. What does the slope of each of the lines indicate? 10 of 34 QUESTIONS TO ANSWER FOR THE FLYING WAVE 1. Sketch what happens to the swings as the ride speeds up. Start Slow Fast 2. How do you feel as the ride speeds up? 3. In words, compare the angle of the chain with an empty swing to the angle of a chain holding an occupied swing.